Marriage and family have proven to show how relationships, expectations and what happens at home can affect children and their development, as well as their behavior and achievement in school. Social science research demonstrates a strong link between the intact family structure, parental involvement and educational outcomes, from school readiness to college completion (Kim, 2008). Family structure and parental involvement in their child's schoolwork are two major contributing factors to a child's educational outcomes. With the changing times and how families are being defined, it is clear that there is a decline in two-parent homes, and more homes with single parents, grandparents or other adults as guardians are being studied to determine a child's success in school.
Studies have shown that children in two-parent homes tend to fare better on cognitive, emotional and behavioral outcomes than children living in other family forms (Amato, 2005 ). However, the changes in family structure over the past 40 years have affected child and adolescent well-being (Amato, 2005). It is suggested that if the level of two-parent homes had stayed the same since 1960, an estimated 750,000 students were less likely to repeat a grade in 2002 (Amato, 2005. See Table 1). Performance in school is affected by a variety of factors, including family resources of time and money, family dynamics, and parental characteristics. These are all considered mediating influences that have affected a child's performance in school (Glenn and Sylvester, 2006). For example, if a family does not have enough time to spend with their child doing homework or reading, it can affect their performance and how they learn.
Parental involvement is a major influence on educational outcomes. Parents can be involved in a multitude of ways, including helping children with schoolwork, holding high expectations for education and school performance, their relationships with teachers and how they are involved with their child's school, like getting involved with the PTA or volunteering (Kim, 2008). The level of parental involvement depends on family structure, and the relationship between parent involvement and educational outcomes on the family context (Nord and West, 2001). For example, a study found that compared to high school from intact families, those from single or step-parent families reported less parental involvement in their school work, supervision and parental educational expectations, which, in turn, affected school outcomes (Astone and McLanahan, 1991). Cultural differences also can affect parental involvement and educational experiences for their children. Some cultures do not believe as strongly in education as other values, which has an affect on their child's education and development. For example, in some very traditional Native American and Polynesian communities, some children are expected to excel in art and dance, rather than academics like mathematics and science (Ormrod, 2011). It is important to be sensitive to families of different cultural backgrounds, because they may hold a higher value on other aspects of their culture rather than education, and to focus on achievement in school, teachers can try to connect the content of the curriculum and lessons to a student's culture and home life.
Marriage and family have proven to show how relationships, expectations and what happens at home can affect children and their development, as well as their behavior and achievement in school. Social science research demonstrates a strong link between the intact family structure, parental involvement and educational outcomes, from school readiness to college completion (Kim, 2008). Family structure and parental involvement in their child's schoolwork are two major contributing factors to a child's educational outcomes. With the changing times and how families are being defined, it is clear that there is a decline in two-parent homes, and more homes with single parents, grandparents or other adults as guardians are being studied to determine a child's success in school.
Studies have shown that children in two-parent homes tend to fare better on cognitive, emotional and behavioral outcomes than children living in other family forms (Amato, 2005 ). However, the changes in family structure over the past 40 years have affected child and adolescent well-being (Amato, 2005). It is suggested that if the level of two-parent homes had stayed the same since 1960, an estimated 750,000 students were less likely to repeat a grade in 2002 (Amato, 2005. See Table 1). Performance in school is affected by a variety of factors, including family resources of time and money, family dynamics, and parental characteristics. These are all considered mediating influences that have affected a child's performance in school (Glenn and Sylvester, 2006). For example, if a family does not have enough time to spend with their child doing homework or reading, it can affect their performance and how they learn.
Parental involvement is a major influence on educational outcomes. Parents can be involved in a multitude of ways, including helping children with schoolwork, holding high expectations for education and school performance, their relationships with teachers and how they are involved with their child's school, like getting involved with the PTA or volunteering (Kim, 2008). The level of parental involvement depends on family structure, and the relationship between parent involvement and educational outcomes on the family context (Nord and West, 2001). For example, a study found that compared to high school from intact families, those from single or step-parent families reported less parental involvement in their school work, supervision and parental educational expectations, which, in turn, affected school outcomes (Astone and McLanahan, 1991). Cultural differences also can affect parental involvement and educational experiences for their children. Some cultures do not believe as strongly in education as other values, which has an affect on their child's education and development. For example, in some very traditional Native American and Polynesian communities, some children are expected to excel in art and dance, rather than academics like mathematics and science (Ormrod, 2011). It is important to be sensitive to families of different cultural backgrounds, because they may hold a higher value on other aspects of their culture rather than education, and to focus on achievement in school, teachers can try to connect the content of the curriculum and lessons to a student's culture and home life.
Created by Trisha Wysoczanski on February 2, 2013Webliography
Divorced and Single Parenting
Academic Success Begins at Home
Involvement by Family Type
Family Structure, Parent Practices
Impact of Family Formation